PEORIA, IL -- The Peoria District 150 School Board heard several citizens back the district's comprehensive sex education program, during public comments at the Nov. 27 meeting. Other backers were in the audience.
One of those that commented, Katie Jones, emailed a copy of her words, which are attached below.
The people all wanted the comprehensive and science-based curriculum to continue. The also supported the district's op-out program, instead of an op-in system.
The Journal Star had good coverage of this issue and the meeting, with both stories here.
But it omitted an interesting issue. The Board's financial expert advised that the board sell tax exempt bonds before the end of the year, as the changing tax laws likely will omit this helpful way to sell bonds. The change, if it occurs, will affect schools, colleges, hospitals and other 501c3 organizations, he said.
The sale will save the school district $100,000 to $125,000 a year in interest costs, he said.
The board set a Dec. 18 special meeting to vote on the bond sales.
(My take: Thanks, Trump and your GOP pals for screwing organizations that help many people.)
Back to the comments. Sharon Crews commented on a proposed year round school proposal, saying that it has not worked in other school districts. She favors summer school for extra credit or remedial studies for those that have failed. Her remarks are also attached below.
Activist Terry Knapp also supported summer school. He said only 4 percent of Manual High School students were shown by tests to be ready for college, and the figure was only 13 percent for Peoria High School. "We pass then on," he said.
He then criticized the Valeska Hinton pre-school, a free program that allows one-third of the children from affluent homes, on the theory that children from low income homes need to mix with them. "We take care of certain people in this community," he said. No research has been done to show what percentage of these children graduate from high school, he said.
"Administrators should know this. It's unbelievable to spend two years on this when the research has already been done," he said.
Here is a recording of the comments.
Download D150 Nov. 27
- Elaine Hopkins
Here are the comments of Katie Jones:
Dear Fellow Parents, Superintendent Kherat, Peoria Public Schools Board members, and most of all, dear youth of our community,
It is an honor to address this audience on the topic on why we stand behind the DASH program for comprehensive sexual health education for Peoria Public Schools.
As a mother of four, I am so proud of our Peoria public schools for implementing comprehensive sexual health education (finally!!) A quick glance at the rates of sexually transmitted infections by county in Illinois will reveal the dubious "why" behind the need for comprehensive sexual health education.
Recently, the question of transparent access to the curriculum was raised. The families I have informally surveyed have experienced no problems accessing the detailed curriculum information when it was presented to us. In fact, the curriculum was discussed on the school’s Facebook page, and we even talked about the importance of the curriculum in the schools PTO meeting when it came up.
I value the opinions of all parents and welcome others’ perspectives, however different from my own. I think that an *opt out* means for choosing a student's participation is best. For 15+ years, I have specialized in health education programs, including those provided in schools, and, from my professional perspective, this is the best, most appropriate format for this particular program.
Anyone interested in defending an about face on that policy should come with research that demonstrates the value of taking a different approach. As a participant in the Peoria City County Health Department’s Reproductive Health committee, we are working with people from all faiths and backgrounds to build understanding and consensus on how to best support our community.
Employees of public schools are encouraged to manage their personal value systems when they conflict with public health initiatives such as that which we have in our district.
My experience, by and large in Peoria Public Schools is that my kids' teachers and principals have embraced our family not *in spite* of my sexual orientation but precisely *because* of who I am and how I stand up for what I believe is right.
That is what makes us great as Americans. Our Catholic guidance counselor at Richwoods has been like a member of the family over the years, guiding our family through the ups and downs of high school and college preparation -- and never once have I felt that we were judged as members of the LGBT community.
I expect nothing less from any teachers or administrators. Period, end of story. Thank you, Dr. Kherat and Mr. Elliott, for setting that tone and bearing that standard, and thank you, Patti Simmons, for living out your faith in this way.
I am a certified health educator through my church in our program that has been developed by the Universalist/Unitarian and United Church of Christ congregations. In the Our Whole Lives program (OWL), we provide supplemental health education to our members through our church so that our children grow up not being afraid of how they are perceived by those who believe differently.
We protect our youth in this way -- because we believe that this is the responsible thing to do. All families are invited to do the same, aligned with their religious beliefs. Many churches provide this type of counsel through parish nursing, all different and unique to their faith.
The Illinois Suicide Prevention Alliance reminds us that LGBTQ youth are six times more likely to die by suicide then their similarly aged cohorts. This dire statistic speaks to the need for comprehensive sex education that teaches children that they are *all worthy* and no one should feel a victim to other people's degrading or condescending beliefs.
We should consider that when we consider the benefits of teaching youth about what it means to be LGBTQ. Sadly, I can introduce you to some parents who wish that their child had been educated about their wholeness prior to their child's suicide. Check out the Trevor Project to learn about nationwide life-saving efforts aimed at this population and contact 1-800-273-TALK (8255).
As a healthcare advocates, we state clearly without apology: We will not be demonized, and we will not allow others in positions of power to denigrate our status or scapegoat us.
The AIDS crisis is a terribly appropriate demonstration of what happens when a vulnerable segment of society is neglected or maligned. We are not going back to healthcare policies of the 1980s.
We have learned too much, and we have assumed agency in our communities, and we will not abide by it. We value all parents' opinions, but do not abide by anyone in the public sphere paid for by taxpayers' contributions to our public schools, using their power and privilege to malign my family or make a transgender individual to feel less than.
We hope that individuals speak up in such a way that the families of our community do not feel ostracized or undermined by anyone's religious beliefs but rather that they enjoy full citizenship in their community.
Talking Points re CSE vs AOP in PSD 150 11.27.17
The Peoria Healthcare Coalition is a grassroots collective comprised of multiple social service agencies, non-profit organizations and healthcare providers including the Peoria NAACP, Interfaith Alliance of Central Illinois, Central Illinois Friends, ABT Progressive Peoria, the Universalist/Unitarian Social Impact Committee, the Peoria City County Health Department, Peoria Proud, and more. Our coalition supports the policy and practice of Peoria Public Schools to implement comprehensive sexual health education in the schools as determined by the science-based curriculum chosen by the public health experts implementing the programs.
The argument for this stance is simple. Research shows that comprehensive sex education (CSE) 1. helps youth to delay onset of sexual activity, 2. reduces the frequency of activity, 3. reduces number of sexual partners, and 4. increases condom and contraceptive use hence reducing STIs and unplanned pregnancies. These studies have also shown that these youth participating in CSE programs are not more likely to become sexually active, not more likely to increase sexual activity and are less likely to experience negative sexual health outcomes.
The argument against abstinence only education is equally clear. Public health experts agree: 1. For 20 years, the federal government has invested over $1.5 billion dollars on abstinence only sex education programs, and 2. tragically, these programs have been proven by multiple independent research studies to be ineffective.
To be more statistically specific, youths who received comprehensive sex education were 50% less likely to get pregnant compared to those who received “abstinence only” education. According to the national campaign to end teen and unplanned pregnancy, two thirds of the CSE programs had the following reports: 40% delayed sex initiation, 30% reduced frequency of sex, and 60% reduced unprotected sex.
As parents and caregivers of the youth involved in this program, we advocate for CSE programs because they teach our youth to:
- Delay sex until they are ready.
- Understand healthy and unhealthy relationships.
- Understand, value, and feel autonomy over their bodies.
- Respect others’ right to bodily autonomy
- Show dignity and respect for all people, regardless of sexual orientation or gender identity.
- Protect their academic success.
Here is the data for the abstinence only programs (AOP)
- students who participated in AOP were no more likely to abstain from sex than other students
- no positive changes in sexual behavior over time
- youths did not decrease their number of partners over time
- STI rates did not decrease
- pregnancy rates did not decrease
Our local experience in Peoria County is an attestation to this. The school district has been teaching abstinence only sex education until recently. Our local data speaks for itself in that Peoria County has the dubious distinction of having the highest rate of gonorrhea and the second highest rate of chlamydia. We refuse to allow our community to continue to do the same thing and expect a different result.
Because all families, regardless of zip codes or race or ethnicity deserve access to comprehensive reproductive healthcare and clear, science-based programs, we stand with the district and CSE. - 30 -
And here are the comments of Sharon Crews:
I gave you data detailing the failure of year-round school in 16 districts in 16 cities in ten states. All tried what you are contemplating and some already returned to a traditional calendar by the year 2000. A primary reason for objecting to year-round school was that there is no time for summer school where students can take additional courses to advance their education, to gain extra credits, and to make up classes that they have failed during the regular school year. On a year-round calendar, breaks have usually been used only for remediation interventions. When will you offer remediation and the programs you currently offer in the summer?
Critics of remediation interventions held during the breaks in year-round school make these negative claims:
A three-week period is insufficient time to deal with a child’s academic problems.
The interventions are usually optional and, therefore, not well attended.
Researchers say that interventions are too little too late and that it is better to address learning problems immediately in Saturday classes or with after-school tutoring—plus summer school for making up classes, etc.
Overall evaluations of year-round school include these negatives:
A Texas study found “no significant difference in achievement scores” for year-round students vs. traditional calendar in a 1980 study.
The results of a study in Hawaii in1994 did not demonstrate significant score increases across the years in any of the content areas.
In Louisiana 9 out of 10 teachers wanted to return to a traditional calendar because the intervention efforts were unsuccessful.
A two-year study of test scores for 345,000 North Carolina third through eighth-graders showed no evidence of academic superiority of the year-round calendar.
Fresno, California, reported staffing and space problems created by a year-round calendar.
One California district reported that the year-round school year was 17 days shorter than the traditional year.
According to a Florida study, the year-round calendar produces an alarming number of latchkey children, whose parents, rather than losing their jobs, leave their children home alone. The NAACP in Wake County, North Carolina, expressed concern over child care problems.
After a three-year experiment with year-round school, Nye County in Nevada returned to a 9-month calendar, citing high costs and lack of educational benefit.
One study suggests that it’s possible that the frequent breaks in a year-round calendar hurt academic performance.
People with more privilege and political clout don’t want their children in these schools.
Nye County in Nevada ended its year-round program because it cost roughly $740,000 a year more to operate it.
My questions include:
Peoria teachers often use summers to take college classes or to work—what consolation are you offering them?
How would Peoria schedule athletic and other extra-curricular activities with schools with traditional calendars?
I was, of course, pleased to learn that so many districts value summer school as much as I do—again, as reinforced by these studies, our students will never have opportunities for reinforcing their educational opportunities without summer school. - 30 -